Education & Pedagogy

This publication provides an overview of U.S. Department of Education programs authorized and funded under federal law for fiscal year 2008. This reference guide also includes information on the laboratories, centers, and other facilities funded by the Department that provide important resources for education. Readers will find funding information, contact information, and a web site for more information about each program. Each entry, which gives a brief overview of a program or resource, is listed initially by a broad topical heading, to which the table of contents is keyed. The program title and any commonly used names for the program come next, followed by the name of the principal office that administers the program. The Catalog of Federal Domestic Assistance (CFDA) or ED number follow. Programs that do not have CFDA or ED numbers assigned are listed as "None" in this field. After the CFDA or ED number, information is provided about the entities that are eligible to apply to each program. Next comes information on any current competitions and the types of assistance available. Funding levels for fiscal year (FY) 2008 and the previous two fiscal years follow next. Most of the programs in the Guide received funding in FY 2008. A few programs that received no funding in FY 2008 also are included in the Guide because they are still disbursing continuation funds from previous years. Programs covered in this Guide are presented in the areas of (1) Academic Improvement; (2) Adult Education; (3) Assessment; (4) Career and Technical Education; (5) Child Care; (6) Civics; (7) Correctional Education; (8) Disability and Rehabilitation Research; (9) Disadvantaged Persons; (10) English Language Acquisition; (11) Federal Student Aid; (12) Foreign Language Instruction; (13) Higher and Continuing Education; (14) Impact Aid; (15) Indian Education; (16) International Education; (17) Migrant Education; (18) Postsecondary Improvement; (19) Professional Development; (20) Reading; (21) Rehabilitation; (22) Research; (23) Safe and Drug-Free Schools; (24) School Improvement; (25) Special Education; (26) Statistics; (27) Teacher and Principal Quality; (28) Technical Assistance; (29) Technology; and (30) Telecommunications. The Guide includes program and subject indexes; a CFDA Index; an Education Level index; and related web sites. New programs in the Guide include: College Access Challenge Grant Program; Hispanic-Serving Institutions--Science, Technology, Engineering, or Mathematics (STEM); Special Olympics Education Programs; Strengthening Asian American and Native American Pacific Islander-serving Institutions; Strengthening Native American-serving Nontribal Institutions; Strengthening Predominantly Black Institutions; Teacher Education Assistance for College and Higher Education (TEACH) Grants; Teachers for a Competitive Tomorrow: Baccalaureate STEM and Foreign Language Teacher Training; and Teachers for a Competitive Tomorrow: Masters STEM and Foreign Language Teacher Training. [For "Guide to U.S. Department of Education Programs, 2007," see ED499022.]

The Education Working Paper Series is produced by the Education Unit at the World Bank (HDNED). It provides an avenue for World Bank staff to publish and disseminate preliminary education findings to encourage discussion and exchange ideas within the World Bank and among the broader development community. Many factors have contributed to Finland's academic success, from highly trained teachers to a culture that encourages reading. One key--and exportable--ingredient often gets overlooked, however. Finland's remarkable performance today springs directly from education policies and reforms set in motion four decades ago. Although the process sparked criticism and political debate, there now is general agreement that the early policy decisions of the 1970s were correct and helped to create the celebrated school system of today. This book examines the development of education policy and reform principles in Finland over that 40-year span. The 1960s and 1970s were times of drastic change as the country evolved from an agrarian society to a Scandinavian welfare state. To facilitate this transformation, the education system, which maintained the inequities of the class society for which it was designed, needed a total overhaul. Adopting a "comprehensive school reform" approach, Finnish educators and policymakers scrutinized everything from curriculum and textbooks to salaries and administration. At the same time, teacher training underwent substantial revision, with the goal of raising teacher education to the university level. Significant resources were also invested in adult education and higher education. Following the Foreword, Executive Summary, and Fact Sheet: Education in Finland, this book is divided into three parts. Part I, Comprehensive School Reform, introduces the first four chapters: (1) Short Introduction to the History and Today; (2) Reform Principles; (3) Implications for the Education System; and (4) Finland's Changing Society. Part II, Secondary School Reform, continues with the next four chapters: (5) Political Context in the 1970s; (6) Strategy and Implementation; (7) Changing Society; and (8) Education Reform in the 21st Century. Part III, Education Today and the Road Ahead, concludes the book with the remaining chapters: (9) Education Today; (10) Economic and Political Context; (11) High-Performing Education System; and (12) The Future of Education Reform. Appended are: (1) Glossary of terms; (2) Organizational development of education management during the reforms; (3) Study modules in the core subjects in upper-secondary vocational qualifications; (4) Example of vocational study modules in vocational qualification; (5) Division of courses between subjects in upper-secondary general school; and (6) List of upper-secondary vocational qualifications (since 2001). (Contains 25 figures.) [An initial draft of this paper was developed as part of the collective effort that led to the publication of "Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education" (World Bank 2005). For Number 1 in the Education Working Paper Series, see ED493638.]

This 2009 Annual Joint Report of the State Board of Education and the Tennessee Higher Education Commission identifies four joint priorities and nine associated goals addressing areas of need in both student learning and educator development for the advancement of education in Tennessee. The joint priorities and initiatives focus on points of connection between pre-kindergarten through grade 12 (P-12) and higher education that are essential to a unified system of education in the state. The four joint priorities include the following: (1) Student Learning: Pre-kindergarten through Higher Education (P-16)--Align curriculum content, assessments, and entry as well as exit requirements, and improve learning across all levels of education; (2) Student Access and Transition--Establish seamless transitions and access for students across education levels; (3) Supply and Retention of Teachers--Ensure qualified, competent teachers in every classroom through targeted recruitment, development, and retention activities; and (4) Teacher Development--Maximize teaching quality through teacher preparation and development aligned with instructional goals. To achieve these joint priorities, the Board and Commission have created nine supporting goals. Specifically, the goals for each priority are: (I) Goals in Support of Priority 1: Student Learning: Pre-K through Higher Education: (1) Strengthen connections between P-12 and higher education; (2) Prepare students to move successfully through each level of academic and workplace preparation; (3) Increase Tennessee educational attainment levels; (II) Goals in Support of Priority 2: Student Access and Transition: (4) Increase access and participation at all levels of education; (5) Establish seamless transitions through all sectors and levels of education; (III) Goals in Support of Priority 3: Supply and Retention of Teachers: (6) Increase the supply of teachers being prepared for needed areas; (7) Increase teacher retention; and (IV) Goals in Support of Priority 4: Teacher Development: (8) Enhance teacher development related to instructional effectiveness; (9) Increase the application of technology in support of teacher and administrator preparation and development. For each of the nine goals, the Board and Commission have worked cooperatively to identify indicators, performance targets, and baseline data that track the performance of P-16 education in Tennessee. Therefore, this document is not only a report, but also a master plan for action over the next 10 years. The report reaffirms the commitment by the Board and the Commission to develop an integrated, accountable, and competitive system of education in Tennessee. Appendices include: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; (3) Board of Education Performance Model; and (4) The 2005-10 Master Plan for Tennessee Higher Education: Creating Partnerships for a Better Tennessee. [For the 2008 report, see ED512300.]

The following papers (with nine in French) are included: "Refocusing the Multicultural Discourse in Adult Education" (Acton); "University Extension and the Service University" (Archer); "Linking Cases to Course Content" (Block); "The Effects of Education on Food Security among Low Income Urban Adults" (Blunt); "Adult Education Research Trends in Canadian Universities" (Bouchard); "Born of Different Visions" (Briton, Spencer); "Virginia Griffin's Path and Contribution toward the Holistic Orientation" (Campbell); "Learning a Living" (Church, Creal); "Art and Storytelling" (Crawford); "Economic Globalization" (Cruikshank); "Constructing a Need" (Davidson); "The Marginalization of Adult Education" (Deshpande); "Surfacing Tensions in Graduate Adult Education" (Dewar); "New Directions for Adult Education Programs in Community Colleges" (Feng, Hian); "Domination and Resistance in Workers' Political Learning" (Foley); "The Life History Method" (Gerding); "Looking Back, Looking Forward" (Grace); "New Realities" (Hian, Feng); "The Past, Present and Future of Adult Education in the Kitikmeot Region, Northwest Territories" (Isnor, McLean); "The Future Manager as Leader and Coach" (Leclair); "Recruitment, Retention, and Support Protocols for Women's Literacy Programs" (MacKenzie); "Antonio Gramsci and Adult Education" (Mayo); "Educative Consequences of a Paradigm Shift" (Morin); "Continuing Educators as Learners" (Percival); "'Training for What?' An Educational Response to the Adult Unemployed in a Post-Industrial Society" (Pittas); "Restorying Living" (Randall); "Adult Education and Deinstitutionalization of Psychiatric Patients" (Roy); "Peripheral Visions" (Sanderson); "In the Beginning" (Selman); "Analysis of a Relapse Prevention Programme Designed to Help Penitentiary Inmates" (Shewman); "Codes of Ethics in Adult Education" (Sork); "What Makes a Successful Workplace Education Program?" (Taylor); "Meaningful Learning in Organizations" (Walker); "'Fraught with Wonderful Possibilities'" (Welton); "Distance Education Techniques in Community Development" (Baggaley, Coldevin, Gruber); "Why Do Community Workers Do What They Do?" (Cawley, Guerard, Campo); "Adult Education in an Emerging Postmodern Condition" (Deneff, Schmitt-Boshnick, Scott); "Languages of Inclusion & Creativity" (Hall et al.); and "CASAE [Canadian Association for the Study of Adult Education] Peace Portfolio" (Rosenberg et al.). (MN)

This study reports an investigation of the concerns and professional development needs involved in adopting inclusive education and expressed by elementary school teachers in Saudi Arabia. The goal was to provide baseline information for the department of Planning and Development in the Ministry of Education for adopting inclusive education to increase the number of students with disabilities who receive appropriate special education services in regular classrooms. Participants in this research were special and general education teachers randomly selected from elementary schools in Riyadh, Saudi Arabia, that include special education programs.The theoretical framework of the study was the Concern Based Adoption Model (CBAM), and a non-experimental cross-sectional survey design was used to collect data. The data were obtained from 332 teachers, a response rate of 83%. The Stages of Concerns Questionnaire (SoCQ) provided by CBAM indicated that respondent stages of concern 0-2 (Unconcerned, Informational, and Personal) ranked highest, while stages 4-6 (Consequence, Collaboration, and Refocusing) ranked lowest. This profile was identified as a "nonuser profile", meaning respondents wanted more information about inclusive education. A one-way MANOVA test revealed a statistically significant difference between respondent degree area and concerns about adopting inclusive education. Statistically significant differences were found in stages zero (Unconcerned), four (Consequence), five (Collaboration), and six (Refocusing). Furthermore, a t-test indicated that special education teachers are more concerned about inclusive education than general education teachers. Teachers in this study showed responses converging between agreement and disagreement, with slightly more respondents agreeing that administrators supported inclusive education. A statistically significant difference was found among teacher degree areas. Special education teachers tend to think administrator support for inclusive education is insufficient, while general education teachers tended to have no opinion about administrator support of inclusive education. In this study, teacher attitude towards inclusive education was positive with no statistically significant difference between teachers and their attitudes about adopting inclusive education. Teachers are in general show high desire for professional development on inclusive education, including immediate training and seminars/workshops on inclusive education. The only significant difference in desire for professional development was by gender. The t-test indicated that female teachers have more desire for professional development than male teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

"Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 To the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries" is designed as a companion document to the final report "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final Report". It provides 15 case study summaries from a variety of countries. The countries and study topics include: (1) Switzerland: "Nightingale"--A Mentoring and Integration project; (2) Cyprus--"Multi-perspectivity and intercultural dialogue in education"; (3) Germany--Life is Diversity Students' network; (4) Germany--Multilingualism in teacher education; (5) Denmark--Modules on 'Teaching bilingual children' & General education/Christian studies, philosophy of life and citizenship; (6) Spain--Tandem Project. Learning Service Programme (7) Ireland--The DICE Project; (8) Italy--Intercultural Education Laboratory; (9) Latvia--Master's Programme in Educational Treatment of Diversity (ETD); (10) Former Yugoslav Republic of Macedonia (FYROM)--Quotas for students from ethnic communities & Scholarships for Roma students; (11) Malta--Unit on "Responding to student diversity in the primary classroom"; (12) The Netherlands--Parents with a Migrant Background speak at ITE Institutions; (13) Norway--The National Centre for Multicultural Education (NAFO); (14) Slovenia--Criteria for accreditation of study programmes for teachers; and (15) Slovakia--Multicultural education as a cross-cutting theme in education. Each study presents the following information: (1) Context; (2) A short description; (3) Evidence of effectiveness; (4) Key success factors; (5) Transferability; and (6) References and a list of interviews. Individual studies provide references. [For the final report: "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Final Report" see ED574094. For "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Executive Summary of the Final Report to DG Education, Youth, Sport and Culture of the European Commission" see ED574109. For "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission" see ED574105. For "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annexes 3-6 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission" see ED574107.]

This 1920-1921 educational directory published by the Bureau of Education covers the following categories: (1) The United States Bureau of Education; (2) Department of State: Educational activities; (3) Department of War: Educational Activities; (4) Department of the Navy: Educational Activities; (5) Department of the Interior: Educational Activities; (6) Department of Agriculture: Educational Activities; (7) Department of Labor: Educational Activities; (8) Independent establishments: Educational activities; (9) Principal State school officers; (10) Executive officers of State boards of education; (11) County and other local superintendents of schools; (12) Superintendents of public schools in cities and towns; (13) Business managers of public schools in cities of over 30,000 population; (14) Chief medical inspectors or school health officers in cities of over 30,000 population; (15) Presidents of universities and colleges; (16) Presidents of junior colleges; (17) Deans or directors of colleges or schools of engineering; (18) Deans or directors of colleges of agriculture; (19) Presidents of State colleges for Negroes; (20) Heads of departments of education; (21) Presidents or deans of schools of theology; (22) Presidents or deans of schools of law; (23) Presidents or deans of schools of medicine; (24) Presidents or deans of schools of dentistry; (25) Presidents or deans of schools of pharmacy; (26) Presidents or deans of schools of veterinary medicine; (27) Principals of normal and kindergarten training schools; (28) Summer school directors; (29) Directors of museums; (30) Librarians of public and society libraries; (31) Executive officers of State library commissions; (32) Directors of library schools; (33) Educational boards and foundations; (34) Church educational boards and societies; (35) Jewish educational organizations; (36) Superintendents of Catholic parochial schools; (37) Directors of schools for social workers; (38) International associations of education; (39) American educational associations; (40) Learned and civic organizations; (41) State Federation of Women's Clubs; (42) National Congress of Mothers and Parent-Teachers Associations; and (43) Educational periodicals. [Best copy available has been provided.]

As part of the Teacher Education Research and Development Programme (TEP), a project focusing on "Stimulation of practice-based teacher education research", was undertaken by Dr. Roger Deacon and Dr. Ben Parker, in conjunction with the Centre for Education Policy Development (CEPD). As part of the project, a set of research guidelines entitled, Successful Education Research, guidelines for getting going, getting funded and getting published, have been developed. Recognising the vital role of the teacher education system to South Africa's development and the large number of bottlenecks preventing its effective functioning, five organisations formed a consortium in 2005 to implement a Teacher Education Research and Development Programme (TEP) with support from the Embassy of the Kingdom of the Netherlands. The consortium initially consisted of the Centre for Education Policy Development (CEPD), the Centre for Evaluation and Assessment (CEA) based at the Faculty of Education of the University of Pretoria, the Education Foundation Trust, the Human Sciences Research Council (HSRC), and the South African Institute for Distance Education (SAIDE). The consortium of partnering agencies brought considerable expertise and experience in the field of teacher education. The central problem addressed by the consortium related to the ongoing challenge of the poor quality of teaching and learning in South African schools through sustained investigation of the processes, practices and outcomes of teacher education. TEP thus examined the capacity of the teacher education system to support quality teaching and also looked to the education system as evidenced by learner performance and teacher practices to support an understanding of what is needed in teacher education to improve education in schools. TEP 2005-09 had as its overall goal to contribute to the knowledge and information base for policy formulation and implementation regarding organisation and practice of teacher education, with a particular emphasis on initial teacher education (both pre-service and upgrading), as well as the professional development of school leaders and managers through a blend of research and development projects. Three addendums are included: (1) Sample journal submissions policy and referencing style; (2) Sample covering letter; and (3) Sample journal referee sheet. [These Guidelines were written in conjunction with the Centre for Education Policy Development. They were produced as part of the Teacher Education Research and Development Programme (TEP) funded by the Embassy of the Kingdom of the Netherlands. The development and production of the Guidelines was funded by the Embassy of the Kingdom of the Netherlands, Pretoria, South Africa.

A major transformation of Chinese higher education (HE) has taken place over the past decade--China has reshaped its higher education sector from elite to mass education with the number of graduates having quadrupled to three million a year over six years. China is exceptional among lower income countries in using tertiary education as a development strategy on such a scale, aiming to improve the quality of its graduates, and make HE available to as many of its citizens as possible. This book provides a critical examination the challenges to the development and sustainability of higher education in China: Can its universities move from quantity to quality? How will so many graduates find jobs in line with their expectations? Can Britain and other western countries continue to benefit from China's education boom? What are the prospects for collaboration in research? This book evaluates the prospects for Chinese and foreign HE providers, regulators and other stakeholders. It introduces the key changes in China's HE programme since the Opening-Up policy in 1978 and analyses the achievements and the challenges over the subsequent three decades. Furthermore, it sheds light on new reforms that are likely to take place in the future, particularly as a result of the ongoing international financial crisis. This book is divided into three parts. Part I, Widening the Provision of Higher Education, contains the following: (1) The Regional Division of the Higher Education Sector in China: A Spatial Analysis (Aijuan Chen and Bin Wu); (2) Adult Higher Education in China: Problems and Potential (Naixia Wang); (3) The Role of Distance Education in Higher Education in Contemporary China (Bernadette Robinson, Shuoqin Yan and Shukun Mo); and (4) Private Higher Education in China: Problems and Possibilities (Fengliang Li and W. John Morgan). Part II, Expansion and Its Consequences, contains the following: (5) Thirty Years of Reform of China's Higher Education Funding Mechanism (Xiahao Ding, Fengliang Li and Yuze Sun); (6) The Labour Market for Graduates in China (Fengliang Li, W. John Morgan and Xiaohao Ding); and (7) The Occupational Orientation of Doctoral Graduates in China (Yandong Zhao and Dasheng Deng). Part III, A Growing Global Perspective, contains the following: (8) Higher Education and Chinese Teachers: Professional Education in the Context of China's Curriculum Reform (Janette Ryan); (9) Education Reform in Hong Kong: Implications for Higher Education and for Lifelong Learning (John Cribbin); and (10) Brain Power Stored Overseas? An Australian Case Study of the Chinese Knowledge Diaspora (Rui Yang).